Pub Date : 2024-01-04DOI: 10.1186/s43031-024-00095-8
Kannaki Thayaseelan, Yanfang Zhai, Siqi Li, Xiufeng Liu
{"title":"Revalidating a measurement instrument of spatial thinking ability for junior and high school students","authors":"Kannaki Thayaseelan, Yanfang Zhai, Siqi Li, Xiufeng Liu","doi":"10.1186/s43031-024-00095-8","DOIUrl":"https://doi.org/10.1186/s43031-024-00095-8","url":null,"abstract":"","PeriodicalId":72822,"journal":{"name":"Disciplinary and interdisciplinary science education research","volume":"68 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139385484","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-03DOI: 10.1186/s43031-023-00091-4
Xiaoge Chen, Lei Wang, Xin Shao, Rui Wei
{"title":"An analysis of Chinese chemistry curriculum standards based on OECD Education 2030 Curriculum Content Mapping","authors":"Xiaoge Chen, Lei Wang, Xin Shao, Rui Wei","doi":"10.1186/s43031-023-00091-4","DOIUrl":"https://doi.org/10.1186/s43031-023-00091-4","url":null,"abstract":"","PeriodicalId":72822,"journal":{"name":"Disciplinary and interdisciplinary science education research","volume":"10 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139451241","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-21DOI: 10.1186/s43031-023-00084-3
Michael Michie, Michelle Hogue, Joёl Rioux
{"title":"Two-Ways thinking and Two-Eyed Seeing as ways of implementing Indigenous perspectives in the science education curriculum","authors":"Michael Michie, Michelle Hogue, Joёl Rioux","doi":"10.1186/s43031-023-00084-3","DOIUrl":"https://doi.org/10.1186/s43031-023-00084-3","url":null,"abstract":"","PeriodicalId":72822,"journal":{"name":"Disciplinary and interdisciplinary science education research","volume":"16 14","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138948410","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-20DOI: 10.1186/s43031-023-00088-z
Peng He, J. Krajcik, Barbara Schneider
{"title":"Transforming standards into classrooms for knowledge-in-use: an effective and coherent project-based learning system","authors":"Peng He, J. Krajcik, Barbara Schneider","doi":"10.1186/s43031-023-00088-z","DOIUrl":"https://doi.org/10.1186/s43031-023-00088-z","url":null,"abstract":"","PeriodicalId":72822,"journal":{"name":"Disciplinary and interdisciplinary science education research","volume":"119 33","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138958565","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-01DOI: 10.1186/s43031-023-00085-2
Yi Yang, Yi-Xuan Liu, Xin-Hao Song, Jian-Xin Yao, Yu-Ying Guo
{"title":"A tale of two progressions: students’ learning progression of the particle nature of matter and teachers’ perception on the progression","authors":"Yi Yang, Yi-Xuan Liu, Xin-Hao Song, Jian-Xin Yao, Yu-Ying Guo","doi":"10.1186/s43031-023-00085-2","DOIUrl":"https://doi.org/10.1186/s43031-023-00085-2","url":null,"abstract":"","PeriodicalId":72822,"journal":{"name":"Disciplinary and interdisciplinary science education research","volume":" 15","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138620779","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-01DOI: 10.1186/s43031-023-00086-1
Blair O’Connor, Mihwa Park
{"title":"Exploring the influence of collaborative data-based decision making among teachers in professional learning communities on teaching practice","authors":"Blair O’Connor, Mihwa Park","doi":"10.1186/s43031-023-00086-1","DOIUrl":"https://doi.org/10.1186/s43031-023-00086-1","url":null,"abstract":"","PeriodicalId":72822,"journal":{"name":"Disciplinary and interdisciplinary science education research","volume":"94 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138623621","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Curriculum content mapping of the Chinese National Biology Curriculum Standards for middle school: an analysis from the OECD Education 2030 perspective","authors":"Shan Lin, Jian Wang, Xiaorong Li, Xingdong Tang, Chang Sun, Mingxia Tan, Tian Luo","doi":"10.1186/s43031-023-00082-5","DOIUrl":"https://doi.org/10.1186/s43031-023-00082-5","url":null,"abstract":"","PeriodicalId":72822,"journal":{"name":"Disciplinary and interdisciplinary science education research","volume":"14 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139265133","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-06DOI: 10.1186/s43031-023-00083-4
Mengyu Wang, Ming Yang, William C. Kyle
Abstract Both learner-generated drawing and retrieval practice methods are effective to enhance science learning. To compare the impact of combining different drawing methods (representational drawing vs. abstract drawing) with retrieval practice on the carbon cycle learning, 136 Chinese high school students enrolled in a geography course were assigned randomly to six learning conditions: students built their mental models of the carbon cycle by either generating sketches with or without access to the text learning material introducing the carbon cycle (i.e., generative sketching vs. retrieval sketching), or by creating concept maps with or without access to the learning material (i.e., generative concept mapping vs. retrieval concept mapping), or students just freely recalled on what they have learned from the learning material by paragraphing (i.e., retrieval practice), or restudied the learning material with note-taking (i.e., restudy). Students’ learning outcomes were assessed by immediate and one-week delayed tests. Results revealed that no difference was found between the six conditions on the immediate test, whereas students in the retrieval practice condition with paragraphing significantly outperformed those who did not practice retrieval on the one-week delayed test. However, there was no difference between the two drawing conditions regardless of whether they were adopted with or without retrieval practice. Furthermore, the same pattern was found on the factual knowledge questions in both tests, but no main effect of condition was found on both the immediate and the delayed tests for the application questions. We conclude that retrieval-based drawing could be adopted for climate change education at the high school level.
{"title":"Effect of retrieval practice and drawing on high school students’ conceptual understanding of the carbon cycle","authors":"Mengyu Wang, Ming Yang, William C. Kyle","doi":"10.1186/s43031-023-00083-4","DOIUrl":"https://doi.org/10.1186/s43031-023-00083-4","url":null,"abstract":"Abstract Both learner-generated drawing and retrieval practice methods are effective to enhance science learning. To compare the impact of combining different drawing methods (representational drawing vs. abstract drawing) with retrieval practice on the carbon cycle learning, 136 Chinese high school students enrolled in a geography course were assigned randomly to six learning conditions: students built their mental models of the carbon cycle by either generating sketches with or without access to the text learning material introducing the carbon cycle (i.e., generative sketching vs. retrieval sketching), or by creating concept maps with or without access to the learning material (i.e., generative concept mapping vs. retrieval concept mapping), or students just freely recalled on what they have learned from the learning material by paragraphing (i.e., retrieval practice), or restudied the learning material with note-taking (i.e., restudy). Students’ learning outcomes were assessed by immediate and one-week delayed tests. Results revealed that no difference was found between the six conditions on the immediate test, whereas students in the retrieval practice condition with paragraphing significantly outperformed those who did not practice retrieval on the one-week delayed test. However, there was no difference between the two drawing conditions regardless of whether they were adopted with or without retrieval practice. Furthermore, the same pattern was found on the factual knowledge questions in both tests, but no main effect of condition was found on both the immediate and the delayed tests for the application questions. We conclude that retrieval-based drawing could be adopted for climate change education at the high school level.","PeriodicalId":72822,"journal":{"name":"Disciplinary and interdisciplinary science education research","volume":"2020 7","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135636952","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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